Session Presentations – Thursday, May 9, 2024

Convention Information | Friday SessionsConvention Schedule At-A-Glance

8:00 am – 9:30 am

Kate Nealon, PhD, CCC-SLP, BCS-F, Montclair State University

Apraxia and aphasia often co-occur and both the identification and qualification of speech characteristics differentially diagnostic of apraxia of speech (AOS) is challenging for clinicians and researchers (Haley et al., 2012). Assessment relies upon perceptual observation by speech-language pathologists (SLPs) which may be influenced by many factors including education, training, caseloads, etc. The utilization of the Apraxia of Speech Rating Scale (ASRS) may support diagnosis but variable stimuli may be used with it. This presentation will highlight the differentially diagnostic characteristics of AOS and the importance/challenge of identifying perceptual characteristics unique to the disorder. Current research findings will be discussed including current study by the presenter investigating the reliability of clinical perceptions, rationales and ASRS ratings as they relate to a diagnostic assessment of AOS and/or dysarthria when using consistent stimuli (WAB-R spoken language subtest) and measures (ASRS ratings). Application to clinical practice will be highlighted.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe factors contributing to perceptual judgments in AOS assessment.
  • Identify differentially diagnostic characteristics of AOS.
  • Describe challenges and barriers to adequate reliability amongst clinicians regarding diagnosis of AOS.

Level of Learning: Intermediate | Track: Adult

Sarah Carmody, MS, CCC-SLP, Widener University

There is an established, and growing, body of research supporting the use (and manipulation) of principles of motor learning (PMLs) as a central element of effective treatment of motor speech disorders, including childhood apraxia of speech (CAS). PMLs should feature prominently in the SLP’s understanding of CAS, as a motor-based speech production disorder. Moreover, to evaluate, select and appropriately implement evidence-based treatment methodologies for CAS across ages and severities, a solid theoretical and clinical knowledge of PMLs is key. This session will cover each principle of motor learning in detail, including definitions, current evidence supporting their application to CAS, examination of how they are effectively incorporated into several existing treatment methodologies, and how to avoid common pitfalls in treatment design that decrease motor learning efficiency and effectiveness. The course will include practical activities to assist clinicians in connecting learning to real-world intervention questions and situations. Through a deeper understanding of PMLs, attendees will gain skills to optimize practice within therapy sessions and, ultimately, encourage carry-over and motor learning for children with CAS.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • State and define at least five of the principles of motor learning (PMLs).
  • Describe how each PML can be manipulated within CAS treatment to encourage motor learning while meeting individual client needs.
  • Describe how at least two evidence-based CAS treatment approaches incorporate PMLs.

Level of Learning: Intermediate | Track: Pediatric/School Based

Caraugh Ball, MEd, CCC-SLP; Kevin Sardy, AuD, CCC-A, from Hackensack Meridian Health JFK Johnson Rehabilitation Institute

The importance of a client’s hearing status in the therapeutic speech session cannot be understated. Before the speech-language pathologist (SLP) completes a speech language evaluation, confirming the patient’s hearing status is a key component to obtaining accurate speech and language evaluation results. In some settings, audiologists are available to assist with audiological testing to confirm hearing loss. However, in those settings where there is not an audiologist, what role does the SLP play in the identification of hearing loss and modification of treatment to maximize therapeutic outcomes? This program will focus on the role of the SLP and the need for the clinician to rule out hearing loss as a barrier to therapy. Education will also be provided on recognizing signs that may warrant immediate medical follow up, such as a sudden sensorineural hearing loss as the result of an organic disorder. Discussion will include shifting the paradigm from just identifying the impairment to improving overall quality of life, as well as reducing the potential impact of untreated hearing loss. Case studies will be included to provide examples of the SLP managing the needs of the patient with speech/language/cognitive deficits and concomitant hearing loss.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Discuss the importance of assessing audiological status and the impact on communication.
  • Identify strategies and adaptations to improve quality of life and therapeutic outcomes.
  • Describe the role of the SLP as the communication specialist regardless of setting.

Level of Learning: Intermediate | Track: Adult

Kim Sabourin, MA, CCC-SLP, BCS-CL, Saint Elizabeth University

Speech-language pathologists play a vital role in the early identification of stuttering, and it is imperative that they can demonstrate understanding of the complexities in diagnosing stuttering. Unfortunately, many do not feel confident in their knowledge of stuttering and may hesitate to provide preschoolers with direct intervention. When parents express concern that their child may be stuttering, they are often told by health professionals that it is common for preschoolers to exhibit disfluencies and that they will grow out of it. Decades of research has identified risk factors that predict whether a child is likely to continue stuttering (Yairi & Ambrose, 1999; Yairi & Ambrose, 2013), yet parents continue to be told, “don’t bring attention to it” (McGill & Yaruss, 2021). Early intervention for preschoolers has been shown to increase the likelihood that a child will overcome stuttering and its negative impact (Yaruss, et al., 2006; Millard, et al., 2008; Onslow et al., 2003). This workshop is designed to provide participants with the tools and knowledge to confidently identify risk factors for chronic stuttering and to provide support for families.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify three or more risk factors of persistent stuttering in young children.
  • Name three common stuttering behaviors in preschoolers.
  • Describe one or more positive supports for parents/caregivers.

Level of Learning: Intermediate | Track: Pediatric/School Based

Melissa Donovan, MS, CCC-SLP, Garden State AAC Specialists, LLC

Do you have students on your caseload who have AAC systems, and you don’t know how to encourage use of them throughout the day? This session will focus on core vocabulary and four strategies to implement core vocabulary throughout the school day. During this session, you will have an opportunity for hands-on learning and leave with a toolbox of free resources to help get you started with using core words all day long!

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Define core vocabulary that can be found within an AAC system.
  • Explain how to use core vocabulary across the school day with their students.
  • Apply core vocabulary to models across three different daily routines.

Level of Learning: Intermediate | Track: Pediatric/School Based

Karen Muñoz, EdD, Utah State University

Person-centered care (PCC) in audiology holistically considers the patient and family and is characterized by being responsive to their unique situation, preferences and goals. Practicing PCC is an approach to communication that incorporates counseling skills in an intentional manner throughout service encounters. PCC represents a shift in communication from a medical model to a biopsychosocial orientation to better understand patient experiences and impacts of their difficulties. Within PCC, audiologists use evidence-based counseling skills to provide individualized education and guidance that supports behavior change. Communication skills include a purposeful approach to question asking, listening and responding, to support engaging in a shared process, exploring motivation and addressing barriers. This session will provide information on the elements of PCC, benefits for patients and clinicians, perceived barriers to implementing PCC, interaction opportunities and tips for enhancing implementation of person-centered care in practice.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe elements of person-centered care.
  • Describe benefits of person-centered care.
  • List three steps to take to enhance person-centered care in practice.

Level of Learning: Intermediate | Track: Audiology

9:45 am – 10:30 am

Kia Johnson, PhD, CCC-SLP, Arthur Blank Center for Stuttering Education and Research/University of Texas at Austin

As professionals and students in audiology and speech-language pathology, it is our responsibility to cultivate the ‘present’ to ensure growth, perpetuity and advancement in the ‘future’. Cultivating the present requires active engagement, involvement, collaboration and initiative. This presentation will provide strategies to actively prepare yourself to contribute to this cultivation for the benefit of our profession and those we serve. Consider ways to maximize your strengths and enthusiastically participate in riding the wave to our future.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe ways to expand professional development within the state association.
  • Explain the benefits to participating in mentoring of future professionals and early career professionals.
  • Describe their professional strengths and ways to utilize them within the profession.

Level of Learning: Introductory | Track: Dual SLP/Aud

10:45 am – 12:45 pm

Karen Muñoz, EdD, Utah State University

Early hearing loss diagnosis and prompt access to amplification are critical first steps in supporting spoken language development for infants and young children. Once hearing aids are provided, consistent audibility through well-functioning hearing aids is necessary to optimize language outcomes. Importantly, auditory experience has been found to correlate with later success in school. Parents and other caregivers are responsible for managing hearing aid use and checking device function, daily tasks that directly impact audibility for young children. Most parents and caregivers have typical hearing, are unfamiliar with hearing loss and hearing aids and need education and support to effectively engage in day-to-day hearing aid management tasks. Audiologists can individualize their guidance using person-centered care to identify and address treatment barriers to improve adherence and positively influence outcomes. This session will describe problems that exist for pediatric hearing aid management and strategies audiologists can use to support parents and caregivers in taking needed actions.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe consequences of inconsistent audibility for young children.
  • Describe hearing aid management challenges parents experience.
  • Describe strategies to support parents in taking needed hearing aid management actions.

Level of Learning: Intermediate | Track: Audiology

10:45 am – 12:30 pm

Sarah Carmody, MS, CCC-SLP, Widener University

There is an established, and growing, body of research supporting the use (and manipulation) of principles of motor learning (PMLs) as a central element of effective treatment of motor speech disorders, including childhood apraxia of speech (CAS). PMLs should feature prominently in the SLP’s understanding of CAS, as a motor-based speech production disorder. Moreover, to evaluate, select and appropriately implement evidence-based treatment methodologies for CAS across ages and severities, a solid theoretical and clinical knowledge of PMLs is key. This session will cover each principle of motor learning in detail, including definitions, current evidence supporting their application to CAS, examination of how they are effectively incorporated into several existing treatment methodologies, and how to avoid common pitfalls in treatment design that decrease motor learning efficiency and effectiveness. The course will include practical activities to assist clinicians in connecting learning to real-world intervention questions and situations. Through a deeper understanding of PMLs, attendees will gain skills to optimize practice within therapy sessions and, ultimately, encourage carry-over and motor learning for children with CAS.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • State and define at least five of the principles of motor learning (PMLs).
  • Describe how each PML can be manipulated within CAS treatment to encourage motor learning while meeting individual client needs.
  • Describe how at least two evidence-based CAS treatment approaches incorporate PMLs.

Level of Learning: Intermediate | Track: Pediatric/School Based

10:45 am – 12:45 pm

Sarah Ward, CCC-SLP

Executive function skills refer to the brain functions we use to manage our attention, our emotions and our behavior in pursuit of our goals. Young children rely on these skills to follow a sequence of instructions for daily tasks while older children need these skills to “break a task down” into a sequence of steps and organize a timeline as the demands for independent learning increases. When children enter the academic arena, successful task execution requires students to be aware of task demands and set goals. Then they must access forethought and hindsight to think in an organized way and to sustain their focus on the relevant features of the task at hand. As students mature, they learn how to organize their time, space, materials and develop the reasoning skills to consider multiple possible solutions to problems, recognize the “gray” in situations and manage both expected and unexpected changes in plans, routines, rules and novel situations. Students must fluidly shift between changing task demands and carry out multiple complex steps to achieve expected goals. Self-regulation is essential for task execution and involves any action that allows students to stop and direct themselves; how this action results in a change in their behavior; and how this behavior changes the likelihood of goal attainment. Termed mimetic ideational information processing (MIME), individuals mentally ‘mime the idea’ and do a ‘dry run’ of their impending actions to simulate possible future scenarios. In effect, it is mental ‘trial and error.’ This is a practical strategies seminar! First, you will learn how to clearly define what the executive function skills are for the purpose of determining the most effective treatment interventions. Understand the development of the executive function skills and what is meant by the term “executive dysfunction.” You will learn dozens of functional, ready-to-use strategies for teaching students how to develop the executive function skills. Teach students to develop a “memory for the future,” to devise plans to achieve their goal, to use self talk, to self-initiate, to transition to the next task of higher priority and to control their impulses and emotions to successfully self regulate to complete a task. Improve a student’s awareness skills so that he/she can “read a room” then “stop, think and create” an appropriate action plan and infer possible outcomes. Teach students to see and sense the passage of time and carry out routines and tasks within allotted time frames. Learn how to use the Get Ready * Do*Done Model to turn the core curriculum and lesson/treatment plans into powerful tools to teach students executive control skills.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • State the functional working definition of what is meant by the term “executive function skills”as it pertains to therapeutic interventions.
  • Describe the typical developmental course of the executive function skills
  • Define how situational awareness, self talk, forethought , gesture/movement and episodic memory are the foundational skills for successful task execution
  • Develop an intervention program to foster a student’s ability to form more independent executive function skills by describing therapeutic activities to improve:
    • Situational awareness, self talk and forethought
    • Self regulation and following routines
    • Task planning, task initiation and transition within and between tasks
    • Active self-management of the factors related to the passage of time
    • Student management of materials
  • Describe four methods for teaching a student the language of time, how to visualize and plan hourly and daily time
  • List three interventions to teach a student how to visualize complex tasks and then sequence and plan the requisite steps to complete tasks and academic work.

Level of Learning: Intermediate | Track: Pediatric/School

Madeleine Foley, MS, CCC-SLP, New York Health and Hospitals/Jacobi Medical Center and North Central Bronx Hospital

Lateral Medullary Syndrome (LMS), also known as Wallenberg Syndrome, refers to a condition arising from occlusion of the posterior inferior cerebral artery or vertebral artery. This stroke frequently affects cranial nerve nuclei that make up much of the Central Pattern Generator for the pharyngeal swallow, resulting in severe and occasionally life-threatening dysphagia. Speech-language pathologist (SLP) involvement in the management and education of these individuals, as well as education of the interdisciplinary team, is crucial. Despite the known existence of this condition and SLP’s understanding of swallowing neurophysiology, individuals with LMS remain a misunderstood patient population. Prognosis for return to PO diet is generally good following dysphagia intervention, however, it is important for clinicians to familiarize themselves with the pathophysiology and the implications of the neural damage associated with LMS prior to initiating dysphagia therapy. This presentation provides an overview of motor learning principles and concepts including experience-dependent plasticity in the context of dysphagia rehabilitation for LMS and encourages SLPs to consider the whole swallow, and the whole patient, in order to maximize rehabilitation time and assist patients in their return to an oral diet.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the importance of the medulla as it pertains to swallowing.
  • List three features of LMS.
  • Define motor learning in the context of dysphagia therapy.

Level of Learning: Intermediate | Track: Adult

Kia Johnson, PhD, CCC-SLP, Arthur Blank Center for Stuttering Education and Research/University of Texas at Austin

Clinicians must be equipped and ready to be culturally responsive when working with individuals from culturally diverse groups in clinical settings and during professional engagement with colleagues. Becoming culturally responsive requires an evolving sense of understanding and acceptance of diversity, equity and inclusion as well as their importance to clinical and professional interactions. This session will review the continuum towards cultural humility, the difference between equality and equity, and the influence of implicit bias on clinical decision-making. Challenges and opportunities in service delivery to culturally diverse individuals will also be discussed. Attendees will also leave with a greater understanding of ways to implement culturally responsive practices that can be applied in clinical settings and professional interactions.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Explain the difference between cultural competence and cultural humility.
  • Explain the difference between equity and equality.
  • Identify challenges and opportunities in service delivery to culturally diverse populations.
  • Describe ways to implement culturally responsive practices that can be applied in clinical settings and professional interactions.

Level of Learning: Introductory | Track: other

Shivani Raina, SLPD, CCC-SLP, Kean University

Counseling constitutes one of the eight service delivery domains in the field of speech-language pathology. Many individuals with communication disorders face socio-emotional and psychological challenges related to underlying speech and language disorders. Speech-language pathologists (SLPs) can provide counseling to address these issues, helping clients and their families cope with the emotional aspects of speech and language difficulties. However, research has revealed a shortage of counseling training within the field of speech-language pathology. Studies have reported that the main obstacle preventing SLPs from attending to the psychological and social needs of their clients was a lack of training in necessary counseling skills. This gap can adversely impact the quality of services provided in clinical settings. The objective of this presentation is to underscore the importance of counseling in the field of speech-language pathology. To achieve this goal, key theories of counseling and their real-world applications in diverse clinical settings will be examined. Participants will acquire knowledge on how to create and incorporate counseling-related objectives for individuals presenting with communication disorders.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Explain the relevance of counseling in communication disorders.
  • Describe the various theories in counseling for communication disorders.
  • Apply the theories of counseling in clinical contexts.

Level of Learning: Intermediate | Track: other

11:15 am – 1:15 pm: Posters

1:45 pm – 3:15 pm

Margaret K. Miller, AuD, CCC-A, Boys Town National Research Hospital

There are many ways to use your degree in audiology. After eight years of rigorous study, the next step is to determine how you choose to use your expertise. While the most common career path is clinical audiology, others may find themselves working in industry, owning a private practice or working in a school setting. There is no one right way to use an audiology degree. This presentation will discuss a path lesser taken: research audiology. A longtime research audiologist will present about her career path, and broadly speak to what research audiologists do, where they work and how their clinical degrees apply in a research setting.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Discuss what a research audiologist does.
  • Describe how to become a research audiologist.
  • Explain why an audiologist would like to use their degree for research purposes.

Level of Learning: Introductory | Track: Audiology

1:45 pm – 3:30 pm

Neubauer/Membership Committee Members

It is important for students entering the professions of speech-language pathology and audiology to be best prepared to showcase their unique experiences, knowledge and skill set to potential employers and stand out in the pool of applicants. Students need the tools and ideas to customize their resume with key experiences aligned with the jobs and career direction they are looking to attain and what to expect and how to prepare for job interviews to make a great impression. Students also need to understand the questions and considerations they as consumers will want to consider when selecting their first job out of graduate school.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Students will be able to prepare an individualized, comprehensive, and competitive resume for their job-seeking.
  • Students will gain knowledge in interview expectations, questions that may be asked and how to present impressively.
  • Students will learn about many factors that should be considered in job selection.

Level of Learning: Introductory | Track: Student

1:45 pm – 3:45 pm

Kia Johnson, PhD, CCC-SLP, Arthur Blank Center for Stuttering Education and Research/University of Texas at Austin

Contrary to the widespread notion that effective communication requires fluency, the Blank Center’s CARE (Communication, Advocacy, Resiliency and Education) ModelTM rests on the evidence-based understanding that when children, teens and adults learn communication is not defined or limited by fluency, learn to share about their stuttering meaningfully, develop the resiliency needed to navigate adversity and are knowledgeable about stuttering, they are empowered to Dream. Speak. Live®. This lecture series will demonstrate the rationale for, and application of each component of this distinct model to treatment.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify the components of the CARE Model™ for stuttering treatment.
  • List strategies for assessing each component of the CARE Model™ with school-age children who stutter.
  • Formulate goals for implementing the CARE Model™ in therapy for school-age who stutter.

Level of Learning: Introductory | Track: Pediatric/School Based

Allison Frederick, MS, CCC-SLP, Encompass Health Rehabilitation Hospital of Vineland

Patient/client/caregiver/parent, etc., education is an essential part of our clinical practice. SLPs educate the people they work with daily about their conditions, needs and progress to help them better understand the impact of therapy and how they can be successful moving forward. The question needs to be asked … Are they understanding what you’re saying? Are you using language and methods that make sense? Are you really meeting people where they’re at regarding their own health literacy? This presentation will help you understand the concepts of health literacy, be familiar with some assessment tools out there, and how to critically evaluate your own educational skills in order to make the time you have with your people most effective and impactful.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the concepts of health literacy and recognize why it’s important in your therapy practice.
  • Describe health literacy assessment tools and their appropriate usage.
  • Apply information you learn from health literacy assessments to improve your approach to education of the clients/patients/people you work with.

Level of Learning: Introductory | Track: other

2:00 pm – 3:30 pm

Jeannette Wesseldyke, MA, CCC-SLP, St. Joseph’s Health

This session will provide learners with an A (ACPA) – Z (Z-plasty) introduction to cleft lip and palate and associated diagnoses including velopharyngeal insufficiency (VPI) and velopharyngeal dysfunction, as well as evaluation and treatment of articulation and resonance disorders. Other topics will include the types of clefts, craniofacial timeline of care, benefits of team care, imaging, early intervention, types of Compensatory Articulation errors and feeding. There will be speech samples, videos and handouts to supplement learning. This course would be appropriate for those who need a review for the PRAXIS exam, early intervention providers and anyone who is looking to expand their knowledge about this population.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify instances in which a referral to a cleft/craniofacial team is appropriate.
  • Describe four compensatory articulation errors and treatment strategies.
  • Differentiate between articulation and resonance and describe differing methods of assessment.

Level of Learning: Introductory | Track: other

Sarah Ward, CCC-SLP

Executive function skills refer to the brain functions we use to manage our attention, our emotions and our behavior in pursuit of our goals. Young children rely on these skills to follow a sequence of instructions for daily tasks while older children need these skills to “break a task down” into a sequence of steps and organize a timeline as the demands for independent learning increases. When children enter the academic arena, successful task execution requires students to be aware of task demands and set goals. Then they must access forethought and hindsight to think in an organized way and to sustain their focus on the relevant features of the task at hand. As students mature, they learn how to organize their time, space, materials and develop the reasoning skills to consider multiple possible solutions to problems, recognize the “gray” in situations and manage both expected and unexpected changes in plans, routines, rules and novel situations. Students must fluidly shift between changing task demands and carry out multiple complex steps to achieve expected goals. Self-regulation is essential for task execution and involves any action that allows students to stop and direct themselves; how this action results in a change in their behavior; and how this behavior changes the likelihood of goal attainment. Termed mimetic ideational information processing (MIME), individuals mentally ‘mime the idea’ and do a ‘dry run’ of their impending actions to simulate possible future scenarios. In effect, it is mental ‘trial and error.’ This is a practical strategies seminar! First, you will learn how to clearly define what the executive function skills are for the purpose of determining the most effective treatment interventions. Understand the development of the executive function skills and what is meant by the term “executive dysfunction.” You will learn dozens of functional, ready-to-use strategies for teaching students how to develop the executive function skills. Teach students to develop a “memory for the future,” to devise plans to achieve their goal, to use self talk, to self-initiate, to transition to the next task of higher priority and to control their impulses and emotions to successfully self regulate to complete a task. Improve a student’s awareness skills so that he/she can “read a room” then “stop, think and create” an appropriate action plan and infer possible outcomes. Teach students to see and sense the passage of time and carry out routines and tasks within allotted time frames. Learn how to use the Get Ready * Do*Done Model to turn the core curriculum and lesson/treatment plans into powerful tools to teach students executive control skills.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • State the functional working definition of what is meant by the term “executive function skills” as it pertains to therapeutic interventions.
  • Describe the typical developmental course of the executive function skills
  • Define how situational awareness, self talk, forethought , gesture/movement and episodic memory are the foundational skills for successful task execution
  • Develop an intervention program to foster a student’s ability to form more independent executive function skills by describing therapeutic activities to improve:
    • Situational awareness, self talk and forethought
    • Self regulation and following routines
    • Task planning, task initiation and transition within and between tasks
    • Active self-management of the factors related to the passage of time
    • Student management of materials
  • Describe four methods for teaching a student the language of time, how to visualize and plan hourly and daily time
  • List three interventions to teach a student how to visualize complex tasks and then sequence and plan the requisite steps to complete tasks and academic work.

Level of Learning: Intermediate | Track: Pediatric/School

3:30 pm – 5:00 pm

Aaron Roman, AuD, CCC-A, FAAA, Salus University

In an ever-evolving landscape of health care, it is imperative for professionals in audiology and speech-language pathology to continually adapt and refine their practices to ensure optimal patient outcomes. This session on evidence-based practice (EBP) is designed to provide clinicians with the knowledge and skills necessary to bridge the gap between research and clinical application in the fields of audiology and speech-language pathology. The session seeks to establish a solid foundation in the principles of EBP, emphasizing the triad of integrating clinical expertise, patient values and the best available research evidence. Examples of clinical research with an emphasis on useful appraisement will be provided throughout the discussion. Furthermore, this session equips participants with the practical tools needed to implement EBP in their daily clinical routines. They will learn how to formulate clinical questions, search for credible research sources and effectively translate this evidence into individualized assessment and intervention plans. The session also emphasizes shared decision-making, encouraging clinicians to consider patient preferences and values as integral components of the care continuum. By the session’s conclusion, attendees will be encouraged to utilize a patient-centered, evidence-based approach to clinical audiology and speech-language pathology, ultimately elevating the quality of care they provide and ensuring that their practices remain at the forefront of their respective disciplines

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the foundations of EBP.
  • Critique and appraise research literature.
  • Apply EBP principles to clinical decision-making.

Level of Learning: Introductory | Track: Audiology

3:45 pm – 5:15 pm

Jeannette Wesseldyke, MA, CCC-SLP, St. Joseph’s Health; Shelley Cohen, MA, CCC-SLP, Lenox Hill Hospital/Northwell

This session will provide learners with an A (ACPA) – Z (Z-plasty) introduction to cleft lip and palate and associated diagnoses including velopharyngeal insufficiency (VPI) and velopharyngeal dysfunction, as well as evaluation and treatment of articulation and resonance disorders. Other topics will include the types of clefts, craniofacial timeline of care, benefits of team care, imaging, early intervention, types of Compensatory Articulation errors and feeding. There will be speech samples, videos and handouts to supplement learning. This course would be appropriate for those who need a review for the PRAXIS exam, early intervention providers and anyone who is looking to expand their knowledge about this population.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify instances in which a referral to a cleft/craniofacial team is appropriate.
  • Describe four compensatory articulation errors and treatment strategies.
  • Differentiate between articulation and resonance and describe differing methods of assessment.

Level of Learning: Introductory | Track: other

3:45 pm – 5:45 pm

Sherilyn Morse, MS, CCC-SLP

Participants will learn about the client-centered approach to dementia care. This will include the role of other professionals in collaboration, assessment, treatment and case studies. Assessment will include discussion of standardized and non-standardized ways to assess individuals with dementia, while supporting building crucial rapport. Treatment will include discussion of techniques to working with people with dementia (memory strategies, communication supports, swallow/feeding strategies) and how to train care partners. Focus will be given to the relationship between the clinician and care partners, and how we can support their role in communication and care planning for the individual with dementia. Time will be given to answer questions and help to problem-solve real-life situations clinicians may experience with individuals with dementia.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Name two benefits of providing client-centered care for individuals with dementia.
  • Name two assessment tools that can be used for individuals with dementia.
  • Name two treatment tools/strategies that can be integrated into skilled therapy for individuals with dementia.

Level of Learning: Intermediate | Track: Adult

Sarah Ward, CCC-SLP

Executive function skills refer to the brain functions we use to manage our attention, our emotions and our behavior in pursuit of our goals. Young children rely on these skills to follow a sequence of instructions for daily tasks while older children need these skills to “break a task down” into a sequence of steps and organize a timeline as the demands for independent learning increases. When children enter the academic arena, successful task execution requires students to be aware of task demands and set goals. Then they must access forethought and hindsight to think in an organized way and to sustain their focus on the relevant features of the task at hand. As students mature, they learn how to organize their time, space, materials and develop the reasoning skills to consider multiple possible solutions to problems, recognize the “gray” in situations and manage both expected and unexpected changes in plans, routines, rules and novel situations. Students must fluidly shift between changing task demands and carry out multiple complex steps to achieve expected goals. Self-regulation is essential for task execution and involves any action that allows students to stop and direct themselves; how this action results in a change in their behavior; and how this behavior changes the likelihood of goal attainment. Termed mimetic ideational information processing (MIME), individuals mentally ‘mime the idea’ and do a ‘dry run’ of their impending actions to simulate possible future scenarios. In effect, it is mental ‘trial and error.’ This is a practical strategies seminar! First, you will learn how to clearly define what the executive function skills are for the purpose of determining the most effective treatment interventions. Understand the development of the executive function skills and what is meant by the term “executive dysfunction.” You will learn dozens of functional, ready-to-use strategies for teaching students how to develop the executive function skills. Teach students to develop a “memory for the future,” to devise plans to achieve their goal, to use self talk, to self-initiate, to transition to the next task of higher priority and to control their impulses and emotions to successfully self regulate to complete a task. Improve a student’s awareness skills so that he/she can “read a room” then “stop, think and create” an appropriate action plan and infer possible outcomes. Teach students to see and sense the passage of time and carry out routines and tasks within allotted time frames. Learn how to use the Get Ready * Do*Done Model to turn the core curriculum and lesson/treatment plans into powerful tools to teach students executive control skills.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • State the functional working definition of what is meant by the term “executive function skills” as it pertains to therapeutic interventions.
  • Describe the typical developmental course of the executive function skills
  • Define how situational awareness, self talk, forethought , gesture/movement and episodic memory are the foundational skills for successful task execution
  • Develop an intervention program to foster a student’s ability to form more independent executive function skills by describing therapeutic activities to improve:
    • Situational awareness, self talk and forethought
    • Self regulation and following routines
    • Task planning, task initiation and transition within and between tasks
    • Active self-management of the factors related to the passage of time
    • Student management of materials
  • Describe four methods for teaching a student the langauge of time, how to visualize and plan hourly and daily time
  • List three interventions to teach a student how to visualize complex tasks and then sequence and plan the requisite steps to complete tasks and academic work.

Level of Learning: Intermediate | Track: Pediatric/School

4:00 pm – 6:00 pm: Posters

4:00 pm – 5:30 pm

Alan Gertner, PhD, CCC-AUD, Forensic Audiology

Despite years of research and a plethora of textbooks, articles and conference presentations, a clear understanding of auditory processing disorder (APD) remains elusive. Although there are a variety of theories and opinions about APD, many specialists continue to question validity of the diagnosis. Further, APD assessments often result in broad generalized treatment recommendations that are not tailored to specific students. In this presentation, Dr. Gertner will review conflicting APD issues, offer a unifying concept of APD and present effective assessment and treatment strategies.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe controversies surrounding the diagnosis of APD.
  • Explain the neurobiological network theory of listening disorders.
  • Create effective treatments for auditory processing/listening disorders,

Level of Learning: Intermediate | Track: Pediatric/School Based

Kate Nealon, PhD, CCC-SLP, BCS-CL, Montclair State University; Michelle Chang, PhD, CCC-SLP, Rutgers University

Pediatric dysarthria and childhood apraxia of speech (CAS) are salient neurologic speech sound disorders impacting many children. Impaired precision and consistency of movement underlying speech is often the hallmark of these disorders, which negatively impacts children’s communication and quality of life. Therefore, it is imperative to make an accurate diagnosis and implement evidence-based treatment befitting each disorder. Although both dysarthria and CAS are neurological in origin, their core impairment varies. Whereas dysarthria is a neuromuscular disorder of motor execution, CAS results from an impairment in movement sequence planning and/or programming in the absence of neuromuscular deficits. Therefore, treatment for each disorder also differs. Unfortunately, due to the overlap of speech features, differential diagnosis of dysarthria and CAS is challenging, often leading to misdiagnosis and ineffective treatment implementation. Understanding how to differentiate the two disorders during assessment is key to successful treatment planning. Therefore, updates on pediatric dysarthria and CAS assessment will be reported in this presentation. Current views on the best practices in treatment for both disorders will also be reviewed, followed by a case study discussion and ProCad (tool for differential diagnosis) demonstration.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the similarities and differences between pediatric dysarthria and CAS.
  • Name updated pediatric dysarthria and CAS assessment and best practices in treatment.
  • Use an up-to-date tool for differential diagnosis of pediatric dysarthria and CAS (i.e., ProCad)

Level of Learning: Intermediate | Track: Pediatric/School Based

6:00 pm – 7:00 pm: Honors and Awards Presentation and Reception